ENGLISH FOR SPECIFIC PURPOSE.ppt

ENGLISH FOR SPECIFIC PURPOSE
CHAP 12: EVALUATION


EVALUATION IN ESP
 In ESP, evaluation requirements are brought sharply into
focus by the fact that the ESP course normally has specified
objectives.
 ESP is accountable teaching.
 ESP learners and sponsors are investors in ESP course and
they want to see a return on their investment of time or
money.
 The value of ESP lie in satisfying nees. Evaluation helps to
assess how well the need that have created the demand for
a course are being served.


EVALUATION

LEARNER
ASSESSMENT

COURSE
EVALUATION


LEARNER ASSESSMENT
• ESP is concerned with the ability to perform
particular communicative task, therefore, this kind of
evaluation in ESP course is more important than in
other language courses.

• The results may enable sponsors, teachers and
learners to decide whether and how much language
tuition is required.
• In ESP, there are 3 basic types of learner assessment:
» Placement test
» Achievement test
» Proficiency test


PLACEMENT TEST
Placement test is to determine the learners’ state of
knowledge before the ESP course begins.

Placement test is to determine where to place the learners in
ESP course which is most suited to their needs.

Placement test should show what the learners lack and what
potential for learning can be exploited in the ESP course.


ACHIEVEMENT TEST
Achievement test is to test how well the learner is
keeping up with the syllabus and can be administered
anytime throught the course.

Achievement test should reflect the nature and
content of the course itself.


PROFICIENCY TEST

Proficiency test is to assess whether learners will be able to perform
the language tasks required of them.

Proficiency test is primarily criterion-referenced, so the learners’
ability is assessed according to how far it matches certain criteria
judged to be essential for proficiency in a particular task.

There is no pass/fail distinction, but rather a scale of degrees of
proficiency in the task.


CONCLUSION
• The value of tests depend on how they are used.
• Teachers and learners need a positive attitude to tests.
• Tests should be recognized for the important role they
play in the teaching-learning process.
• Evaluation can fulfill 2 functions: assessment and
feedback.


COURSE EVALUATION
Helps to show how well the course is actually fulfilling the
particular educational need of ESP course.
Helps to establish whether it is meeting ESP course’s aims.

Plays a useful social role.


COURSE EVALUATION
Q1: What should be evaluated?

Q2: How can ESP courses be evaluated?

Q3: Who should be involved in the evaluation?

Q4: When (and how often) should evaluation take place?


What should be evaluated?
Two important constraints:
 The ability to collect the information.
 The ability to use the information once it has been
collected.


How can ESP courses be evaluated?






Test results
Questionnaires
Discussions
Interviews
Informal means
Used techniques depend on what suits the
teaching situation best.

Who should be involved in the evaluation?






The ESP teaching institution
The ESP teachers
The learners
The course sponsors
Evaluation is concerned with people’s perceptions
of value and their views will, therefore, vary
according to their own interests and concerns.


When (and how often) should evaluation
take place?






In the first week of the course
At regular intervals throughout the course
At the end of the course
After the course (if possible)
It is difficult to prescribe how often course evaluation
should be done. So much will also depend on the

characteristics of the individual teaching situation.


CONCLUSION
 Evaluation can be time-consuming, complex and
frustrating.
 Other difficulties may arise, e.g. feedback from
partner may contradict with each other.
 Willingness to evaluate in consultation with the
learners might be taken as a sign of incompetence.
 Criticizing a course might be seen as showing a lack
of respect for authority.
 Evaluation session can easily degenerate into a
forum for airing minor, personal grievances.